Which Brand of Antacid Is the Most Effective in

Transcription

Which Brand of Antacid Is the
Most Effective in Neutralizing
Stomach Acid?
We have learned that digestive stomach enzymes create an
acid environment that can, at times, become too acidic. There
are a number of products on the market that claim to neutralize
these acids. But how can you tell which brand of antacid is the
most effective in neutralizing stomach acid?
In this investigation, you will compare the relative effectiveness
of several products in order to make informed decisions in this
area of personal health. Your team will be given 4 different
antacid tablets in order to determine which would neutralize the
most acid. We will use vinegar to simulate a potential food
product that could bring about acid indigestion and/or
“heartburn.”
After you determine a procedure you will use, you will collect
your data and analyze results in order to draw conclusions.
Remember to ensure that the testing you conduct will be “fair.”
Which Brand of Antacid Is the Most Effective in Neutralizing Stomach Acid?
Copyright 2007, Exemplars, Inc. All rights reserved.
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Which Brand of Antacid Is the Most Effective in
Neutralizing Stomach Acid?
Suggested Grade Span
6–8
Task
We have learned that digestive stomach enzymes create an acid environment that can, at
times, become too acidic. There are a number of products on the market that claim to neutralize
these acids. But how can you tell which brand of antacid is the most effective in neutralizing
stomach acid?
In this investigation, you will compare the relative effectiveness of several products in order to
make informed decisions in this area of personal health. Your team will be given 4 different
antacid tablets in order to determine which would neutralize the most acid. We will use vinegar
to simulate a potential food product that could bring about acid indigestion and/or “heartburn.”
After you determine a procedure you will use, you will collect your data and analyze results in
order to draw conclusions. Remember to ensure that the testing you conduct will be “fair.”
Big Ideas and Unifying Concepts
Cause and effect
Change and constancy
Physical Science Concept
Properties of matter
Science in Personal and Societal Perspectives Concept
Personal health
Mathematics Concepts
Comparison of attributes or effects
Cost and pricing
Data collection, organization and analysis
Graphs, tables and representations
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Time Required for the Task
This task required 45 minutes for groups to plan their investigation, 60 minutes to conduct the
investigation and one additional night of homework to complete the analysis and write-up the
investigation.
Context
In advance of this assessment task, the classes had spent two weeks studying acids and bases
and had conducted another lab where students investigated the relative acidity of several clear
carbonated beverages.
What the Task Accomplishes
This task was intended to assess the students’ ability to design and execute an investigation of
the neutralization process. They were expected to use any one of the organic indicators, which
they had been introduced to during this unit, to demonstrate the change from base to acid
condition. The results of the lab needed to be quantitative in order to make the comparison.
Reliable lab procedures were essential.
Acids and bases are two of the families of chemical compounds. This investigation invites
students to investigate the effect of combining acids and bases to create a neutral environment.
Students can determine that this is a reversible event and therefore a physical change in the
compounds. Additionally, they can consider the importance of this neutralization process in the
usefulness of antacid products available on the market.
How the Student Will Investigate
Students were given four different antacid tablets and required to determine which would
neutralize the most acid. Vinegar was used as a safe choice; it would also simulate a potential
food product that could bring about acid indigestion and “heartburn.”
Interdisciplinary Links and Extensions
Science
Other questions which could be investigated at this time might include:
• Is there a difference in results if the tablets are crushed or tested whole? This would get at
the concept of surface area as a factor of kinetics (reaction rate).
• Which tablet neutralized the acid fastest?
• Which tablet had the longest-acting effect on the acid?
• Which tablet was the most cost-effective?
• Do liquid antacid products react in a similar fashion?
• How do other products (which the students bring in) compare?
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• My grandmother always used a solution of baking soda in water as a home remedy for
relief of an “acid” stomach. How does its effectiveness compare with commercial products?
Can you do a cost comparison?
Language Arts/Music
Write an advertisement for your choice of antacid product describing the attributes that make it
the best choice. Set your advertisement to music.
Mathematics
Calculate the cost-effectiveness of each product. Calculate the mass of the tablet and the
number of drops of acid it neutralizes, and make a chart or graph showing the unit comparisons
for all products.
Teaching Tips and Guiding Questions
• Why is it important to place the tablets in solution to do this investigation?
• Why is crushing the tablets before adding them to the water in the test tube a good idea?
• What are your choices of indicators? Which one will your group use and why? (bromethyl
blue? phenolphthalein? litmus paper? red cabbage juice? universal pH paper?)
• Why must each test tube contain the same amount of water? the same number of drops of
chosen indicator? (fair testing/controlling variables)
• Are you keeping track of the number of drops of vinegar added to each test tube? (fair
testing/controlling variables)
• Does the most effective antacid take the most or least number of drops of vinegar to show
a permanent change of color? (Note: This question generated more disequilibrium of
thought than I expected.)
• How does the cost of the tablet relate to its effectiveness?
Concepts to be Assessed
(Unifying concepts/big ideas and science concepts to be assessed using the Science
Exemplars Rubric under the criterion: Science Concepts and Related Content)
Physical Science – Properties of Matter: Students understand that acids and bases are at
opposite ends of the pH spectrum and that combining the two brings the resulting solution to
neutralization. Students determine that this is a reversible event and therefore a physical
change in the compounds.
Scientific Method: By observing patterns of how acids and bases behave, students can then
begin to understand the effects of any other conditions that cause observed changes in results.
Students understand that various organic indicators can be used to show the change from basic
to neutral and that the comparative amounts of acid required to create this change determine
the effectiveness of each antacid tablet. (The greater the number of drops of acid required to
create this change, the more effective the antacid.) Students use the pH scale and/or a graph or
table of measurements to determine the effectiveness of each antacid tablet.) (change and
constancy) Students observe and explain reactions when variables are controlled, then make
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predictions and classify materials. (Students determine what causes the color of the indicator to
change and how many drops of vinegar it takes to permanently change the color of the indicator
in the antacid solution.) (cause and effect)
Science in Personal and Societal Perspectives – Personal Health: Students understand that
digestive stomach enzymes create an acid environment that can at times become too acidic,
and that there are a number of products on the market that claim to neutralize these acids.
Students are invited to read the labels on the various packages of antacids (looking for health
warnings, ingredients, dosage and cost), and are encouraged to incorporate this information
into their decisions in choosing the most best choice.
Mathematics: Students collect, organize and analyze data and use graphs, tables and
representations appropriately. Students apply the concept of cost and pricing and compare
attributes or effects.
Skills to be Developed
(Science process skills to be assessed using the Science Exemplars Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)
Scientific Method: Observing, predicting/hypothesizing, collecting/recording data, measuring
pH, drawing conclusions, communicating findings, challenging misconceptions and raising new
questions.
Other Science Standards and Concepts Addressed
Scientific Method: Students describe, predict, investigate and explain phenomena. Students
control variables.
Scientific Theory: Students look for evidence that explains why things happen and modify
explanations when new observations are made.
Physical Science – Properties of Matter: Students observe and describe physical properties of
acids and bases. Students describe and sort objects and materials according to observations of
similarities and differences of physical properties.
Science in Personal and Societal Perspectives – Personal Health: Students observe that
properties and changes of properties in matter (pH) can cause changes in the human digestive
system.
Suggested Materials
I used four mint (not fruit-flavored) antacid tablets. All products recommended a dosage of two
to four tablets, so I figured they were all about the same strength.
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I provided students with all the indicators we had used during this unit (bromethyl blue,
phenolphthalein, litmus paper, red cabbage juice, universal pH paper). They also had access to
glassware, test tubes, beakers, stirring rods, mortars and pestles, eyedroppers, funnels,
balances and safety glasses.
Possible Solutions
Students should have hypotheses, materials used, procedures, data recorded in tables, data
analysis and a written discussion that analyzes data collected. Students were expected to
follow the “Lab Report Format” and include each section as described in the scoring rubric.
The average number of drops of vinegar to neutralize the solution varied by group, as each
added different amounts of water and used droppers of varying sizes. There was consistency
within each group (variables were controlled) but not across groups. This may be why my
students did not elect to compare data but rather to compare overall findings as to which
antacid tablet worked best.
That ranking was consistent, with Mylanta in first place, followed by Rolaids, Titralac and Tums
in a distant last place.
(Sample) Tablets Used pH (dissolved in 10 ml. water)
Mylanta
9
Rolaids
9
Titrilac
8
Tums
8
Task-Specific Assessment Notes
General Notes
I developed a scoring rubric, “Lab Report Scoring Guide,” to guide students when using our
school’s required lab-report format. The rubric is included with this task and suggests the
number of points possible for each criterion, which assists grading. Refer to pages 8–9.
Novice
This student comes to an incorrect conclusion based on faulty reasoning that the antacid that
changed the color of the indicator first is the best. The student also does not have an
investigatable question as the objective for the experiment. The hypothesis is not based on
research or scientific findings but rather on an instance of personal experience. The materials
list is incomplete, and there are several details missing from the procedure. The data table
contains some confusing information about time, which is unexplained and not referenced in the
data analysis. While the student completes the task, the solution lacks conceptual
understanding and scientific reasoning.
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Apprentice
This student’s solution is lacking in detail, although the task is completed. The student begins
with a testable question and attempts a hypothesis, but seems to be confusion as to the
makeup of an antacid tablet. The procedure lacks units of measure as well as some important
details. The data table is complete and accurate, but it could be better organized. The data is
recorded but never analyzed. Our local scoring rubric calls for the “significance” this activity to
concepts currently under study in the classroom, and the student fails to do this.
Practitioner
This student’s solution is complete. The original problem statement is well-written in that it is
expressed as a testable question and has a well-stated hypothesis indicating prior knowledge
and experience. The list of materials is lacking a few details but does include most
measurements/amounts. There is an accurate data table, but the inclusion of other forms of
representation would have enhanced the student’s analysis of the results. The conclusions are
well-stated. The student does not consider any other dimensions of information, such as
relative cost, verification of results or new questions raised that would have enhanced the
solution.
Expert
This student’s work is detailed and accurate and shows proficient use of lab procedure and data
analysis. The analysis demonstrates understanding of cause and effect. The inclusion of a cost
analysis goes beyond the assigned task and adds to the comparison. The student recognizes
significant experimental errors and considers their effect on the results. This student clearly
communicates the evidence used to answer the question investigated here.
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Novice
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Apprentice
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Practitioner
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Practitioner
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Expert
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Expert
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Which Brand of Antacid Is the Most Effective in

Transcription

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